Welcome to the CLS IB MYP (Grades 6–9)

Concept-driven, inquiry-led learning with ATL skills, the Learner Profile, Global Contexts and SDG-linked action. All examples are for Grades 6–9.

Design – Haji

Big step up from PYP into robotics (VEX) and coding with microcontrollers.
User research → prototyping → testing → iterate with feedback.
Design Cycle portfolios: investigate, plan, create, evaluate with evidence.
Safety, ethics and sustainability woven through briefs.

ATL

Research – user needs, constraints, test plans, data logs.
Thinking – decomposition, iteration, optimisation, debugging.
Collaboration – roles, stand-ups, critique circles.

ATT & Learner Profile

Inquiry, differentiation and reflective improvement.
Risk‑takers • Reflective • Balanced.

Global Context & SDGs

Scientific & Technical Innovation; sustainable product design.
SDGs 9 & 12 – industry and responsible consumption.

Assessment

Plan → Create → Evaluate portfolios and prototype demonstrations.

Design blends creativity with engineering discipline. Students investigate users, justify choices, prototype, test and iterate like real designers.

$Robin – Mathematics$

Mathematics – Robin

Model real problems and find optimal solutions using algebra & geometry.
Kitchen‑triangle project to design efficient work areas.
Use dynamic geometry/graphing technology to test conjectures.
Reasoning and proof are taught explicitly; communication matters.

ATL

Thinking – generalising, proving, optimisation.
Self‑management – plan solution paths, review progress.
Communication – multiple representations & justifications.

ATT & Learner Profile

Concept-first, reflective teaching with formative checkpoints.
Thinkers • Reflective • Balanced.

Global Context & SDGs

Globalisation & Sustainability – efficiency and fair design.
SDG 11 – sustainable spaces; ergonomic layout modelling.

Assessment

Tasks combine reasoning, modelling and clear communication.

Maths is a decision‑making toolkit. Pupils model constraints, compare options and defend the “best” design with evidence.

$Robin – Science$

Science – Robin

Students design their own experiments using fair‑testing principles.
Real car‑engine teardown to understand systems, energy & efficiency.
Structured lab reports: variables, risk assessment, data analysis, evaluation.
Emphasis on curiosity, accuracy and reflection.

ATL

Research – data handling, reliability, citing sources.
Thinking – modelling, hypothesis testing, systems thinking.
Communication – scientific posters & viva‑style talks.

ATT & Learner Profile

Inquiry‑led labs with explicit safety and collaboration routines.
Inquirers • Thinkers • Knowledgeable.

Global Context & SDGs

Scientific & Technical Innovation – theory → engineering.
SDGs 7 & 12 – energy efficiency and responsible consumption.

Assessment

MYP Criteria A–D across investigations, reports and practicals.

We emphasise rigorous, safe experimentation. Students justify variables, evaluate error and present conclusions clearly.

English – Dylan

Classes are split into four levels towards full novel study.
Top group: Gothic horror (context, morality, creative responses).
Balanced focus on speaking, listening, reading and writing (UK English).
Debates, seminars and comparative essays develop confident voices.

ATL

Communication – academic writing & structured discussion.
Research – source reliability & citation.
Self‑management – drafting, feedback and improvement.

ATT & Learner Profile

Co‑teaching and differentiation to stretch every learner.
Communicators • Open‑minded • Reflective.

Global Context

Identities & Relationships; Orientation in Space & Time.

Assessment

Analytical essays, creative responses and oral presentations.

Pathways ensure challenge and support. The Gothic unit builds interpretation, persuasive writing and confident speaking.

Drama – Bron

Devising and performing original shows with clear production roles.
Voice, movement, staging literacy; rehearsal journals to reflect.
Cross‑cultural theatre traditions; audience awareness and ensemble.

ATL

Communication – stage vocabulary, vocal & physical choices.
Social – ensemble responsibility and collaboration.
Self‑management – rehearsal discipline & reflection.

ATT & Learner Profile

Inquiry through devising; structured critique and reflection.
Communicators • Caring • Balanced.

Global Context

Personal & Cultural Expression – community showcases.

Assessment

Performance + portfolio with criteria for creation & reflection.

Drama builds confidence, empathy and voice. Productions give authentic audience feedback.

PSPE – Chino

Not just running: pupils plan sporting events and understand rules.
Leadership opportunities: coaching, officiating, event management.
Goal‑setting, fitness tracking and reflection for lifelong wellbeing.

ATL

Self‑management – routines, resilience, nutrition awareness.
Social – teamwork, leadership and inclusion.
Thinking – tactics, decision‑making and analysis.

ATT & Learner Profile

Explicit strategy teaching and reflective health education.
Balanced • Principled • Reflective.

Global Context & SDG

Identities & Relationships – healthy choices and community sport.
SDG 3 – Good Health & Well‑being.

Assessment

Performance, leadership logs and reflective targets.

PSPE at CLS is holistic. Students plan, lead and evaluate—building fitness, character and community.

Individuals & Societies – Trevor

Focus on globalisation and the UN SDGs; ethical decision‑making.
Case studies from local to global; academic honesty and citation.
Data storytelling and perspective taking to build informed views.

ATL

Research – reliability, citations, data visualisation.
Thinking – causation, change, perspective analysis.
Communication – evidence‑based argumentation.

Service & SDGs

Service as Action projects mapped to SDGs 4, 5, 10, 11, 13, 16.
Real impact reporting with reflection and next‑step planning.

Assessment

Investigations, essays and presentations mapped to criteria.

We develop globally minded scholars who weigh evidence and take informed action through SDG‑linked projects.